MARTONGATE PRIMARY SCHOOL MUSIC

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1 MARTONGATE PRIMARY SCHOOL MUSIC POLICY UPDATED BY: HELEN GEE

2 MARTONGATE PRIMARY SCHOOL MUSIC POLICY CONTENTS PAGE 2 PAGE 3 PAGE 4 PAGE 5 PAGE 6 PAGE 8 PAGE 9 PAGE 10 PURPOSE/PHILOSOPHY AIMS/OBJECTIVES TEACHING AND LEARNING POLICY TIME ALLOCATION/PLANNING SCHEME OF WORK/CROSS CURRICULAR LINKS AND OPPORTUNITIES ASSESSMENT, RECORDING AND MARKING/SPECIAL EDUCATIONAL NEEDS/HEALTH AND SAFETY EQUAL OPPORTUNITIES/ROLE OF THE MUSIC CO- ORDINATOR MONITORING THE POLICY/RESOURCES PAGE 11 PLAN FOR THE MUSIC UNITS FROM SEPTEMBER 2003 APPENDICES: A B C D E F 2

3 PURPOSE This school music policy exists to ensure that all pupils at Martongate Primary School will follow the National Curriculum programmes of study with regard to music. The teaching of music throughout the school will follow clear guidelines to ensure balance, continuity and progression. Through careful planning, teachers may wish to share the responsibility for class music within year groups. PHILOSOPHY Music at Martongate should provide opportunities :- (a) (b) (c) (d) (e) (f) for creative and imaginative expression, through playing and exploring a range of instruments for listening and appreciating different styles, cultures and eras: to perform to others, not only in school but also in the community: for all pupils to develop and use musical skills: to develop aesthetic awareness: which foster positive attitudes to participation: 3

4 AIMS There are two main aims :- (i) Performing and Composing And (ii) Listening and Appraising OBJECTIVES: (a) (b) (c) (d) (e) (f) (g) to learn musical skills in a structured way to develop a broad musical ability to make use of musical opportunities within school to become familiar with the elements of music to develop ability to listen and appraise using NC guidelines to work as a class, in groups or individually to record, evaluate and modify work. At the end of each Key Stage, the pupils should be able to listen to and identify musical structures and elements, be aware of the history of music: its traditions and composers and appraise and appreciate both live and recorded music. 4

5 TEACHING AND LEARNING POLICY: Children learn by :- 1. Composing and Performing Working in groups, individually or as a whole class. Choosing and using a range of instruments, pitched and non-pitched. Choosing methods for recording. Having time to experiment, develop and practise ideas. Using new skills and techniques. 2. Listening and Appraising Working in groups, individually or as a whole class. Listening to a range of styles of recorded and/or live music. Listening to each others instrumental and/or singing skills. Listening to and appraising each others compositions. Listening to and expressing their ideas/opinions. Reflecting and responding. Teachers teach by :- 1. Composing and Performing Encouraging children to experiment with instruments. Demonstrating skills and techniques. Giving children stimuli for exploring ideas. Introducing the rudiments of musical elements. Encouraging children by praise and positive comments. Singing together, both in class and in front of a wider audience. Playing together, both in class and in front of a wider audience. Encouraging children to demonstrate individual skills learned from the peripatetic music service or from private music teachers. 2. Listening and Appraising Playing excerpts of music from a range of different eras and styles. Inviting musicians into school to demonstrate their skills. Encouraging children to comment, draw conclusions, express their feelings, etc. Planning cross curricular links (Drama, Movement, P.E., R.E., I.T., Art, Literacy, Science, History) Demonstrating skills and techniques Giving children stimuli for exploring ideas relating to cross curricular links. Encouraging active listening where children express themselves through, e.g. conducting, moving, responding to rhythm, beat, tempo, etc. 5

6 TIME ALLOCATION: The Music focus should take up 4.5% of the timetable which equates to approximately one hour of delivered curriculum time per week. The percentage of time above does not take into account the time taken by extra curricular music activities or individual peripatetic music lessons. PLANNING: Long term planning The long term plan exists to ensure continuity, breadth, balance and development through the Key Stages. Music planning must follow the strands of the NC 2000 programmes of study. The music curriculum subject leader has devised the key skills and objectives grid used throughout the school from EYFS-Year 6 showing progression between the levels of the NC. Tis should be referred to when planning. The musical elements should be planned in half termly blocks, fitting in with cross curricular links and adaptable to different topics, themes or areas of study. Medium term planning It is important that the initial experiences at KS 1 will develop and progress through KS 2. During KS 1 the children should begin to record experiences, compositions, feelings and responses to music. It is intended that this becomes an on-going record to be continued throughout KS 2. Listening diaries for each year group are to be trailed again and used throughout the school. Different eras of music are to be studied and it is expected that children will learn about :- Music from a variety of cultures Different styles of music A range of instruments The history of music and its composers The cultural and religious significance of music. 6

7 SCHEME OF WORK: The scheme of work should assist the formulation for planning music teaching. This is detailed in the QCA document and Music Express publication which teachers are encouraged to use. The QCA Scheme contains :- NC 2000 programmes of study Learning objectives Activities to support the learning objectives Links with the strands elements Assessment opportunities The scheme should be the basis for medium term planning and be accessible by both specialists and non-specialists. The school has brought in the LCP file for KS1 and KS2, detailing lessons on each of the QCA units and each year group has a copy of Music Express, which is also to be used at the teacher s discretion. CROSS CURRICULAR LINKS AND OPPORTUNITIES: Topic Songsheets have been made available to help children learn specific facts or information. The school are members of singup, which staff can use to find songs to support teaching and learning across the curriculum. Drama, movement, creative dance and P.E. The NC 2000 document specifically mentions that children are to be encouraged to respond to musical elements and moods through the expressive arts. 7

8 Art Links with art and music Children are to use graphic representation of notation for composition. Using art to respond to music (as above). English Creative writing can be inspired through the use of music stimuli. A range of books in the library cover stories about composers and their lives. Big Books and Music. Composition can be inspired by poetry and stories. Science (Physical Processes 3 c,d,e.) Information Technology Children are given the opportunity to use ICT in all aspects of music; listening to CD s, retrieving sounds they have made and selected using 2simple software. The children are also able to access many music websites which encourage them to select and use sounds in a variety of ways. A list of Websites available for use in music lessons planning support, examples of music making opportunities to compose 5d, 2b, 3b, 4c. A range of Yamaha keyboards are available and should be used for composition. CD s are to be used for recording individual, group and whole class music composition and performance. Listening centres are available for group listening and appraising. Religious Education Children will have opportunities to listen and respond to a range of music at assembly time. Some excerpts will be specifically religious, e.g. Faure s Requiem, Handel s Messiah,etc. The children will sing a range of hymns and songs (Collective Worship) History The NC 2000 document (Music) specifies the importance of music history and its development. PHSCE 8

9 Children will have opportunities to discuss a range of music from different cultures and discuss the stimulus for musical structures. ASSESSMENT, RECORDING AND MARKING: Music can be difficult to assess formally as there is often little written evidence. Much of assessment can be formative, by observing pupils during lessons and noting their degree of skill in various areas. However, a certain amount of summative assessment needs to take place to assist planning and reporting to parents. Key questions for assessment of levels exist to help teachers in their noting of children s achievements, strengths and abilities Where appropriate, children should use a listening diary and have a music notebook or folder in which their experiences are recorded. Marking and evaluation should be appropriate to the work and may well be in the form of verbal encouragement. Y2 and Y6 reports may refer to the End of Key Stage Descriptions. SPECIAL EDUCATIONAL NEEDS: Where children show exceptional skill in music making, the teacher should inform the Music Co-ordinator. Such children may need an IEP for their music sessions and should be encouraged to work at their own level, although this must not preclude involvement with others in class, group activities. Where children have difficulty expressing themselves through music, every attempt should be made to cater for their individual needs by modifying and/or adapting the activities appropriately. 9

10 HEALTH AND SAFETY: Teachers using electrical equipment such as Yamaha keyboards must check that the trailing wires are safe at all times and that the children are aware of all safety procedures involved when using mains electricity. Equipment such as music stands and instruments should be returned to storage areas after use. EQUAL OPPORTUNITIES: Teachers must take into account gender, race and special needs when planning and preparing activities. All children should be made aware of opportunities for instrumental tuition. Choir is available for ALL children from Y3 Y6 and has a very good reputation. They currently perform at many concerts both in, and out of school for the local community. All children in Year 2 are given the opportunity to attend the Little Brid Big Sing in the Spring term and children from Year 3 Year 6 have attended The Brid Big Sing for the past two years. ROLE OF MUSIC CO-ORDINATOR: The Music Co-ordinator will take responsibility for :- Ensuring that music is planned according to the whole school policy. Producing and updating a scheme of work that follows the National Curriculum programmes of study. Monitoring planning and implementation of class music in order to ensure continuity and progression. Liaising with colleagues and providing support and help with resources. Organising INSET and professional development. Encouraging non specialist teachers by supporting planning and giving details of courses relevant to their needs. 10

11 Organising involvement with visiting musicians. Promoting links with other schools where appropriate. Encouraging children to take part in extra-curricular music activities and liaising with parents regarding instrumental tuition. Helping to organise suitable timetabling for peripatetic music lessons. Supporting the peripatetic music teachers to ensure their needs are met. Involving peripatetic music teachers in school life in order to promote interest in music. MONITORING THE POLICY: The previous document to be revised Spring term Distribution of revised policy. The Co-ordinator will be involved periodically in monitoring class music planning and implementation. RESOURCES FOR LISTENING AND APPRAISING, PERFORMING, COMPOSING AND RECORDING A range of musical instruments are available, including non pitched and pitched percussion. 6 small Yamaha keyboards (work from a central transformer). 3 other small keyboards. 1 large Yamaha keyboard. All keyboards can be used for class/group activities and earphones with small jack plugs may be necessary to maintain teacher sanity. Electric piano in hall has demonstration, recording and transposing facilities. Selection of centrally stored music CDs available on request. 11

12 The Music Co-ordinator has access to a range of music and will provide extra resources on request wherever possible. CD players are available in all classrooms. Music stands are located in the hall. A selection of resources for singing are available in the Year 1 corridor. Orchestral, ensemble and recorder music is available in the Year 1 corridor. Assembly resources: New CDs in school for use in assembly words are on the laptop in the hall for use with the new projector screen. Drum kit 30 x Violins for Wider opportunities 2 x Flutes 2x Clarinets 2x Trumpets 1x Cornet 4x Cellos 5x Guitars PERIPETETIC MUSIC TEACHERS We have visiting music teachers for, brass, woodwind, guitar, upper strings, lower strings and percussion. (Total hours per week) Contact details for piano teachers are available for out of school lessons. Year 3 children are all given the opportunity to take part in Wider Opportunities, which we have offered since 2003 on upper strings. (1.67 hours per week) Children having instrumental lessons are given the opportunity to attend Music s workshops. 12

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